| Contents |
Ch. 1 Building Upon Student Resources and Attributes -- Vignette -- Focus Questions -- Theoretical Framework for a Resource Approach -- Urban Students' Lives and Families -- Deficit Versus Asset Perspectives -- The Myth of Meritocracy -- Funds of Knowledge -- Special Education in Urban Schools -- What the Research Says About a Resource Approach -- Practice -- Wrap Up -- Extension Activities -- Suggested Resources -- References -- Contributing Authors -- ch. 2 Creating Positive Learning Environments -- Vignette -- Focus Questions -- Theoretical Framework for Positive Learning Environments -- Learning Opportunities -- Balancing Power -- Maintaining Equitable Treatment -- Creating Safe Spaces -- Reframing the Deficit Paradigm -- What the Research Says About Positive Learning Environments -- Practice -- Wrap Up -- Extension Activities -- Suggested Resources -- References -- Contributing Authors -- ch. 3 Using Culturally Responsive Pedagogy to Improve Teaching and Learning -- Vignette -- Focus Questions -- Theoretical Framework for Culturally Responsive Pedagogy -- Race, Ethnicity, and Culture: What's the Difference? -- "I Don't See Race": Eschewing a Colorblind Approach to Teaching -- From Colorblind to Culturally Responsive -- The Importance of Multicultural Education -- What the Research Says About Culturally Responsive Pedagogy -- Practice -- Wrap Up -- Extension Activities -- Suggested Resources -- References -- Contributing Authors -- ch. 4 Supporting English Language Learners -- Vignette -- Focus Questions -- Theoretical Framework for Supporting English Language Learners -- Second Language Acquisition Theory -- Stages of Language Development -- Comprehensible Input -- Social and Academic Language Proficiency -- Assessing ELLs' Language Proficiency and Programming for ELLs -- Content-Based ESL and the SIOP Model -- Developing Academic English and Teaching Vocabulary -- Bridging Home and School, Culture and Identity |
| Contents |
What the Research Says About Supporting English Language Learners -- Practice -- Wrap Up -- Extension Activities -- Suggested Resources -- References -- Contributing Authors -- ch. 5 Taking an Inquiry Stance on Teaching -- Vignette -- Focus Questions -- Theoretical Framework for Reflection and Inquiry -- Critical Reflective Practice -- Reflective Action Versus Routine Action -- Reflection-in-Action, Reflection-on-Action, and Reflection-for-Action -- Problem Setting Versus Problem Solving -- Multiple Reflective Lenses -- An Inquiry Orientation to Teaching -- Common Features and Types of Teacher Inquiry -- Applying Inquiry to Urban Teaching Practice -- What the Research Says About Reflection and Inquiry -- Practice -- Wrap Up -- Extension Activities -- Suggested Resources -- References -- Contributing Authors -- ch. 6 Teaching to the Standards Without Standardizing the Curriculum -- Vignette -- Focus Questions -- Theoretical Framework for Standards-Based Teaching -- Standards-Based Education Defined -- The Evolution of Standards -- The Impact of No Child Left Behind -- National Standards: The Common Core State Standards Initiative -- The Standardization of Education -- How Urban Teachers Teach to the Standards -- What the Research Says About Standards-Based Teaching -- Practice -- Wrap Up -- Extension Activities -- Suggested Resources -- References -- Contributing Authors -- ch. 7 Working Within and Around Urban School Bureaucracy |
| Contents |
Vignette -- Focus Questions -- Theoretical Framework for Understanding Urban School Bureaucracies -- Bureaucratic Ossification and Political Responsiveness Models -- Bureaucratic Characteristics -- Ecological Models -- Characteristics of Proactive Urban Teachers -- Overt and Covert Challenges to Bureaucracy -- What the Research Says About Bureaucracy -- Practice -- Wrap Up -- Extension Activities -- Suggested Resources -- References -- Contributing Authors -- ch. 8 Promoting Social Justice and Equity in Urban Teaching -- Vignette -- Focus Questions -- Theoretical Framework for Social Justice and Equity -- Interrupting Oppression -- Teaching as a Political Act -- Teachers as Change Agents -- Pedagogy as Praxis -- Teaching Against the Grain -- What the Research Says About Social Justice and Equity -- Practice -- Wrap Up -- Extension Activities -- Suggested Resources -- References -- Contributing Authors. |
| Abstract |
"Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms is a brief but comprehensive text that provides undergraduate and graduate students in Education with an overview of urban teaching. The book synthesizes the work of urban education theorists, researchers, and practitioners into one place. Organized around eight authentic questions, the book offers preservice and inservice teachers opportunities for critical reflection and problem-posing not often seen in comparable course texts. This text supports faculty who are looking for increasingly creative approaches to exploring key educational issues with their students"-- Provided by publisher. |
| Local note | ECMC-473556--305131069361 |
| Local note | ECMC-473556--305131069361 |
| General note | Machine generated contents note: Introduction Chapter 1: Building Upon Student Resources and Attributes Chapter 2: Creating Positive Learning Environments Chapter 3: Using Culturally Responsive Pedagogy to Improve Teaching and Learning Chapter 4: Supporting English Language Learners Chapter 5: Taking an Inquiry Stance on Teaching Chapter 6: Teaching to the Standards Without Standardizing the Curriculum Chapter 7: Working Within and Around Urban School Bureaucracy Chapter 8: Promoting Social Justice and Equity in Urban Teaching. |
| Bibliography note | Includes bibliographical references and index. |
| LCCN | 2011019179 |
| ISBN | 9781412980609 (pbk.) |
| ISBN | 1412980607 (pbk.) |
